DAILY ASSIGNMENTS
1. Study SAT Vocabulary Terms (Lists 5 & 6). Students should review the following:
a. word definitions
b. part(s) of speech (nouns, verbs, adjectives, adverbs)
c. related forms (family words)
d. synonyms and antonyms
e. notes on how to distinguish the varied parts of speech.
In addition, students should prepare to work on additional in-class vocabulary assignments by reviewing words nightly. For test/quiz dates see calendar in class or upcoming dates post. To prepare for the in-class study and tests/quizzes, students are encouraged to create 3x5 study cards. STANDARD [EV1]
2. Students should conduct a nightly/daily review of the literary elements for POETRY. Students will be expected to adequate mastery and knowledge of ALL terms. They should employ the same study method that is suggested for the SAT terms. STANDARD [ER2]
3. Bring Textbook to class...
ASSIGNMENTS DUE NEXT MEETING
4. Read and explicate the poem 'Dream Deferred' by Langston Hughes (see the explication guide sheet below)
Explication must be typed and must follow the specified format.
Explication Assignment: Dream Deferred
Pre-AP English I
Task: Using their knowledge of annotations, literary elements, and the short story, Dream Deferred, by Langston Hughes, please type a complete and thorough (detailed) explication for each line or stanza of the poem. Students should clearly and legibly type the explication on a separate sheet of paper in the discussed format and then staple to the back of this guide sheet. If the work requires two pages, please number the pages, and staple both to the sheet. FOLLOW ALL FORMATS.
Objective: Students should be able to demonstrate their knowledge of explications, poetry literary elements, and their ability to type a complete and thorough (detailed) discussion explication using the appropriate format.
Standards: ER2, 3 and EW 1, 2, 3, 4
Evaluation: Students’ work will be evaluated based on the following specific areas:
Specific Ideas [SI]: To receive the maximum points in this area, students should submit an assignment that is well organized. Ideas presented in the assignment must be relevant, clear and specific. Students’ assignments should produce a feeling of cohesion (unity) that demonstrate their ability to take ideas and place them into an assignment that has a clear beginning, middle, and end. YOU MUST IDENTIFY THE MAIN IDEA!!!!
Attention given to each image in the line or stanza [A]: To receive the maximum points in this area, students should discuss each image presented in the line or stanza. Overlooking relevant images will result in a lesser grade.
Connecting Comments [CC]: To receive the maximum points in this area, students’ assignments should demonstrate that they are able to not only connect the image to the passage, but also to the story. Connections should be logical and supported with evidence pulled from the short story.
Evidence of Time Spent [ETS]: To receive the maximum points in this area, students’ assignments should clearly indicate that a sufficient amount of time, effort and thought was put into it. Assignments should reflect a serious study of the poem, and should not reflect a rushed completion of work.
Typesetting [TS]: To receive maximum points in this area, the students’ assignments should be written per the discussed standards. The entire line or stanza should be typed first in a clear and legible single space format. Then the annotation should be typed in a clear and legible double space format beneath it (see model below). Students must use 11 point Times New Roman font. The following heading for the assignment should be included at the top of the paper: EXPLICATIONS FOR THE POEM ‘A DREAM DEFERRED’ BY LANGSTON HUGHES
Model: Students should use the following as a model for the format of their annotations:
Lines 1-3: Drum on your drums, batter on your banjoes,
sob on the long cool winding saxophones.
Go to it, O jazzmen.
Explication: Imagery, non-traditional poetry, lyric poetry: The speaker is pleading with the musicians, begging them to play their instruments. Here the use of imagery is seen because there is invocation of sound. It is a non-traditional poem because there is no set rhyme pattern. Also, it is a lyric poem because it is conveying the feeling the speaker has for jazz music.
Lines 4-6: Sling your knuckles on the bottoms of the happy
tin pans, let your trombones ooze, and go husha-
husha-hush with the slippery sandpaper.
Dream Deferred
By Langston Hughes
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore-
And then run?
Does it stink like rotten meat?
Or crust and sugar over-
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
FYI:
1. You MUST include the author’s purpose for writing the specific lines and images.
2. Explication commentaries for each line or stanza should be at least 4 sentences in length with both objective and subjective remarks.
3. You will lose points if ALL format rules are not followed.
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